Newcastle University Educational Leadership Centre

UCL's ECTE programme is unique in using the inquiry approach to support meaningful development in practice.

Feedback like this reflects the value of empowering ECTs to take ownership of focused, purposeful areas for growth in a way that feels manageable alongside the demands of the role, and directly impacts student outcomes.

When thoughtful professional inquiry leads to positive changes in classroom practice and outcomes for children, we know the approach is working. Thank you to our ECTs for engaging so thoughtfully with the inquiry process, and to the mentors and schools who support this important work.

Planning for the next academic year?

The Educational Leadership Centre at Newcastle University supports school and trust leaders to plan with confidence.

Using evidence informed approaches, leadership development and expert guidance to help turn priorities into impact.
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For more information:
📧 [email protected]
📞 0191 208 8455

We love it when one of our facilitators gets name checked in participant feedback! Thank you so much Morag and all of our wonderful and experienced facilitators!

Feedback like this highlights the importance of skilled, knowledgeable facilitation within our Early Career Teacher provision. Expertise, clarity and thoughtful guidance play a key role in supporting progress and building confidence, and we’re proud of the strength of facilitation across the programme.

We’re preparing for our November NPQ cohort and invite school leaders to register for updates to be the first to hear when applications open, receive programme information, and explore how NPQs can support your wider professional development strategy:
https://forms.microsoft.com/e/JF4e3qsFFw

Developing strong leadership is key to thriving schools, and National Professional Qualifications (NPQs), delivered through the Newcastle University Educational Leadership Centre, offer an evidence‑informed, practical approach to leadership development at every level.

Take the next step in building leadership capacity across your school — register your interest today.

Creating spaces where early career teachers can learn with and from one another is a key part of our Early Career Teacher provision.

Feedback like this highlights the value of professional dialogue and collaboration - giving ECTs the chance to share experiences, reflect together and feel part of a wider professional community.

What does it really mean to feel prepared for headship?
Our latest blog shares a first‑hand reflection on the NPQH programme and how it supported an aspiring headteacher to develop confidence, leadership understanding and a clear sense of next steps.
If you’re thinking about NPQH, or supporting colleagues on the pathway to headship, this blog offers an honest and thoughtful perspective.
🔗 Read the blog here:
https://blogs.ncl.ac.uk/elcblog/2026/04/14/how-the-npqh-programme-prepared-me-for-a-future-in-headship/

It’s always encouraging to hear directly from early career teachers about how the UCL ECT programme is supporting their development.

Feedback like this reassures us that our Early Career Teacher provision is doing what it’s intended to do - offering purposeful, well‑structured training that feels relevant, manageable and aligned with long‑term career progression.

We really value hearing how the Practitioner Inquiry approach within our Early Career Teacher provision is being experienced in schools.

Feedback from mentors highlights how powerful it is when ECTs are supported to take ownership of their professional development — identifying areas that matter to them and exploring these in meaningful ways. It’s encouraging to see such thoughtful, varied inquiries supporting teachers at different stages of their journey.

Thank you to our mentors for nurturing this process and for the care you bring to developing early career teachers.